RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people

RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people

This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that...

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Bibliographic Details
Published in:International journal of inclusive education Vol. 24; no. 9; pp. 997 - 1018
Main Authors: Ravenscroft, A., Dellow, J., Brites, M. J., Jorge, A., Catalão, D.
Format: Journal Article
Language:English
Published: London Routledge 28-07-2020
Taylor & Francis Ltd
Subjects:
Access to Education
Action research
At Risk Persons
contemporary skills
Cultural Differences
Disabilities
Foreign Countries
Inclusion
Internet
internet radio
Intervention
Low Income Groups
Non-formal learning
Nonformal Education
pedagogical issues
Program Effectiveness
psychosocial dimensions
Radio
Self Efficacy
Self Esteem
Skill Development
socially excluded young people
Technology Uses in Education
Youth
Youth Programs
United Kingdom
Portugal
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Summary:This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts - the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2018.1503739